Research On The Application Of Hierarchical Teaching Method In High School Programming Teaching

The 21 st century is the century of artificial intelligence,the rapid development of artificial intelligence technology will change people’s life style.With the deepening of scientific and technological globalization,artificial intelligence,as a leading technology for future development,has become increasingly important,and countries all over the world attach great importance to it.Many countries see talent training as a key factor in the development of artificial intelligence,and China is no exception,with a strong push to promote programming teaching.However,the existing programming courses in high schools can not well meet the needs of students’ personalized development.In order to achieve this goal,this study applies "hierarchical teaching" to high school programming course teaching.In order to improve the teaching effect,stimulate students’ interest in programming learning,improve students’ computational thinking and self-efficacy,and promote students’ personalized development.The research work and effects of this paper are as follows: First,explore the research background by referring to relevant materials,analyze and summarize the research status of stratified teaching and programming teaching at home and abroad,expound the purpose and significance of the research,and formulate the main stages,ideas,contents and methods of the research.Second,define the core concepts and elaborate the relevant theoretical basis.Thirdly,through interviews with teachers,it is found that programming knowledge and skill levels of students in high school programming teaching are uneven,and the traditional non-discriminatory teaching method leads to the under-exploitation of the potential of excellent students,and students with learning difficulties often fail to keep up with the pace of teaching.On this basis,the research questions of this paper are put forward: 1.How to use stratified teaching to achieve individualized teaching in high school programming courses? 2.Can stratified teaching in this study optimize the teaching effect of programming class? In order to solve the above two problems,the author distributed pre-test papers to 12 science classes of Y High School in S City.Two classes with similar average scores were randomly selected to select one class as the experimental class and the other class as the control class.The experimental class carried out a one-month hierarchical programming teaching experiment,while the control class carried out a one-month traditional programming teaching experiment.After the experiment,the students in the experimental class were interviewed,and it was found that the students had a supportive attitude towards the application of stratified teaching method in high school programming courses.After a comparative analysis of the data from the questionnaire survey of the experimental class before and after the experiment,the author finds that the application of stratified teaching method in high school programming courses can enhance students’ interest in programming courses,improve their computational thinking and self-efficacy,according to students’ test results,it can be concluded that stratified teaching can improve students’ programming results.